Purpose: The purpose of this study was to understand how middle school Career Technical Education (CTE) teachers and school site administrators in Riverside County perceived the structure and content of a CTE course's impact on student classroom behaviors. A second purpose was to explore what elements of a CTE course, teachers and administrators perceived as most promising toward positive student classroom behaviors. Methodology: For this study, a phenomenological research design was selected. A qualitative method was used to collect data using semistructured interview questions about the relationship between CTE courses and classroom student behaviors. Findings: The findings of this study generated data related to CTE and middle school classroom behaviors. Farber & Bishop's (2018) features of experiential learning was used as the study's framework. This study developed outcomes which influenced classroom behaviors. Two outcomes that fostered positive classroom behaviors were hands on learning, and having activities which develop inquisitive minds. The activities required students to probe for answers, According to Hannah (2013) engaged students reduced disruptive behaviors. Conclusions: Each of the conclusions derived from the impact CTE's course and structure have on classroom behaviors based on Farber & Bishop's (2018) key features of experiential learning. The six conclusions are that classroom behavior is positively impacted by: (a) active learning environments where students make sense of their experiences, (b) tasks that pique student interest motivates them to keep focused, (c) students are better when they care about themselves and others, (d) positive class settings promote a balance between academics and socio-emotional needs, (e) empowered students have fun learning, (f) students that experience success feel more confident about their academic and social progress. Recommendation: Further research is needed to understand how CTE influences elementary student classroom behaviors, and how the different CTE pathways affect student interest. Additional recommendations include a comparative study that identifies experiential learning influences perceived between teachers and principals, and a Delphi study to determine how elements of experiential learning could be implemented in classrooms across subject areas. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]